*How to Prepare for the Transition from Preschool to School: From Policies to Practices in Norway DOI: http://dx.doi.org/10.5772/intechopen.112391*

**Figure 1.** *Theoretical framework adapted from Bronfenbrenner.*

child but influence them indirectly. These environments can be the workplaces of the child's parents, extended family members, and the neighborhood the children live in. The macrosystem encompasses the children's cultural patterns and values, specifically their dominant beliefs and ideas and political and economic systems. The chronosystem is the time dimension, including the influence of both change and constancy in the child's environment. This chapter has adapted this theory and only three systems namely microsystem, mesosystem and macrosystem are included. **Figure 1** illustrates the environments that are discussed in this chapter. In the macrosystem, social and education policy landscapes in relation to transition are first presented. Collaborations and communications between kindergarten and family, as well as kindergarten and primary school are presented in mesosystem. Practices of kindergarten are introduced in microsystem.
